The right preschool program can make a huge impact on a child's early learning experiences and development. It is up to the parents to make sure that the school they select offers an environment that will foster the child's social and cognitive learning. By personally visiting each preschool Medford Oregon families can best evaluate them and see to it that each of the following essential qualities is present.
The overall impression of the school should be one of cleanliness, that is no bad smells, and floors and classroom materials should also be reasonably free of dirt and debris. Messiness should not be confused for uncleanliness however, since mess is the natural result of children being busy at play in an environment that encourages them to do so freely. Children should each have their own storage cubby, and access to child-sized washrooms. The room should be arranged into various centers that each feature a particular activity, and there needs to be easy access to classroom materials and snacks.
Children learn through playing, both with each other and independently. The classroom should be filled with happy kids busily engaged in learning through doing and interacting with each other, or enjoying "circle time" with their teachers as they listen to a story and take part in sing-alongs. There should not be too much structure at this stage.
A teacher who is trained to work with preschool children, between three and five years old, needs to be able to effectively relate to them and know how to resolve any concerns or inevitable disagreements they may have with their classmates. The focus is on building strengths and providing assistance with any obstacles the child may face, while treating each as a unique individual.
The body language these teachers use also matters. Kneeling or crouching down to the child's level and making eye contact is an important way to establish a connection between the adult teachers and their preschool students. It helps to make them more approachable and conveys a message of caring. A teacher should be someone the child feels at ease with and can rely on for support and encouragement.
Artwork the children have made should be displayed about the classroom for everyone to see, as this enables the young artists to feel proud and also indicates that the school values freedom of creative expression. At this stage of development, a child should be encouraged to demonstrate whatever form of artistic expression comes naturally to him or her.
The classroom materials need to stimulate creativity and exploration should be varied, in fairly good shape, and suitable for use by children of this age. Imagination can be used in simulated real-life play centers such as a kitchen, doctor's office etc., and through dressing up in various types of clothes and uniforms. Other items such as books, blocks, dolls, cars, and supplies for arts and crafts should also be available.
The teachers should also watch each child closely to get a general sense of his or her progress, and to recognize any potential areas of difficulty the child may encounter. Parents should be made aware of any delays early on, so the issue can be addressed in preschool before the child starts kindergarten.
The overall impression of the school should be one of cleanliness, that is no bad smells, and floors and classroom materials should also be reasonably free of dirt and debris. Messiness should not be confused for uncleanliness however, since mess is the natural result of children being busy at play in an environment that encourages them to do so freely. Children should each have their own storage cubby, and access to child-sized washrooms. The room should be arranged into various centers that each feature a particular activity, and there needs to be easy access to classroom materials and snacks.
Children learn through playing, both with each other and independently. The classroom should be filled with happy kids busily engaged in learning through doing and interacting with each other, or enjoying "circle time" with their teachers as they listen to a story and take part in sing-alongs. There should not be too much structure at this stage.
A teacher who is trained to work with preschool children, between three and five years old, needs to be able to effectively relate to them and know how to resolve any concerns or inevitable disagreements they may have with their classmates. The focus is on building strengths and providing assistance with any obstacles the child may face, while treating each as a unique individual.
The body language these teachers use also matters. Kneeling or crouching down to the child's level and making eye contact is an important way to establish a connection between the adult teachers and their preschool students. It helps to make them more approachable and conveys a message of caring. A teacher should be someone the child feels at ease with and can rely on for support and encouragement.
Artwork the children have made should be displayed about the classroom for everyone to see, as this enables the young artists to feel proud and also indicates that the school values freedom of creative expression. At this stage of development, a child should be encouraged to demonstrate whatever form of artistic expression comes naturally to him or her.
The classroom materials need to stimulate creativity and exploration should be varied, in fairly good shape, and suitable for use by children of this age. Imagination can be used in simulated real-life play centers such as a kitchen, doctor's office etc., and through dressing up in various types of clothes and uniforms. Other items such as books, blocks, dolls, cars, and supplies for arts and crafts should also be available.
The teachers should also watch each child closely to get a general sense of his or her progress, and to recognize any potential areas of difficulty the child may encounter. Parents should be made aware of any delays early on, so the issue can be addressed in preschool before the child starts kindergarten.
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